Grade: 7 Unit: 3 Week: 3 Content: ELA Dates: 11/26-11/30
Theme Essential Question: How does real world determination inform the depiction of determined literary characters?
Essential Questions:
How do characters show determination?
What characteristics depict courage?
How do authors use language to depict specific characteristics of courage and determination?
Standards
R.L.7.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
R.L.7.10 Read and comprehend literature.
R.I.7.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1.d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2 Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
L.7.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.a Conventions of Standard English: Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Conventions of Standard English: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.b Conventions of Standard English: Spell correctly.
L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Ongoing Standards
R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
L.7.1 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner Will
TLW define determination.
TLW read and discuss fiction and nonfiction texts about people that face conflict.
TLW discuss how author’s use of language, diction, or style of presentation affects the meaning of their stories and makes their style unique.
TLW compare and contrast characters from the various texts read.
TLW demonstrate command of conventions of standard English grammar and usage when writing or speaking.
Assessment Product
Create a paper or electronic version of a Tri-Fold that cites specific details from three different texts to support theme/conflict (For example: Cite from the story Out of the Dust, story Milkweed, and poem “The Courage that My Mother Had” HMU5 p559)
Create a playlist for specific character(s), conflict and/or theme (Courage and Determination) in a story. Use the playlist and write a letter to the author, or character to explain how each song and/or lyric applies/connects to the story
Rationales: For each song on your playlist, describe why you think it applies to the story. You must use lyrics from the song and text to support your thinking. You might want to apply the lyrics to a specific event, scene or conflict in the story.
Key Questions (match Standard)
How do real and fictional characters face conflict?
How does knowing the historical content affect our understanding of text?
Observable Student Behaviors (Performance)
Trifold product will cite relevant information from three different texts
Playlist and lyrics will support specific details in letter from one time period to another
Relevant information relates to the story and supports the learner’s understanding of how historical content effects understanding of the text
Vocabulary
ELA
Theme Alliteration Simile
Suggested Activities (see Legend to highlight MCO and [HYS])
Literature Response:[Summarizing/Notetaking], Socialization
In response to an autobiography/biography excerpt or other media artifacts (speech, news article, video clip) that vividly details determination, write a quick response to this question in a journal: “ What makes ------ a person to whom I can relate?” Justify your answer with specific information from the text.
Media Appreciation
Watch the HBO documentary Paper Clips, which is about a project started by middle school students to remember the people affected by the Holocaust. How does the format contribute to the meaning/impact? As a class, discuss why it is important to learn from history and pass that learning from generation to generation. Intercultural Competence, Racism/Discrimination
Grade: 7 Unit: 3 Week: 3 Content: ELA Dates: 11/26-11/30
Theme Essential Question: How does real world determination inform the depiction of determined literary characters?
Essential Questions:
Standards
Ongoing Standards
Objectives: The Learner Will
Assessment
Product
Key Questions (match Standard)
Observable Student Behaviors (Performance)
Vocabulary
Alliteration
Simile
Suggested Activities (see Legend to highlight MCO and [HYS])
- Literature Response:[Summarizing/Notetaking], Socialization
- In response to an autobiography/biography excerpt or other media artifacts (speech, news article, video clip) that vividly details determination, write a quick response to this question in a journal: “ What makes ------ a person to whom I can relate?” Justify your answer with specific information from the text.
- Media Appreciation
- Watch the HBO documentary Paper Clips, which is about a project started by middle school students to remember the people affected by the Holocaust. How does the format contribute to the meaning/impact? As a class, discuss why it is important to learn from history and pass that learning from generation to generation. Intercultural Competence, Racism/Discrimination
HomeworkTerminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
[High Yield Strategies]
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
http://my.hrw.com
Literary Texts
- Milkweed by Jerry Spinellli
- Out of the Dust (excerpt) by Karen Hesse HMU4 p504
PoetryAutobiographies/Biographies/Memiors
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
7 Matrix
Accelerated 7
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6